Languages Cultures Mediation最新文献_第4页

Language Ideologies and Policies at Work: Obstructing Arabic Instruction from the French Colonial Era to the Present 起作用的语言意识形态和政策:从法国殖民时代到现在阻碍阿拉伯语教学

Languages Cultures Mediation Pub Date : 2022-02-09 DOI: 10.7358/lcm-2021-002-chak

Brahim Chakrani

{"title":"Language Ideologies and Policies at Work: Obstructing Arabic Instruction from the French Colonial Era to the Present","authors":"Brahim Chakrani","doi":"10.7358/lcm-2021-002-chak","DOIUrl":"https://doi.org/10.7358/lcm-2021-002-chak","url":null,"abstract":"This article analyzes France’s language policies regarding Arabic instruction, considering the historical relationship with the Arabic language and its speakers, from colonial to postmodern eras. The polemic surrounding Arabic instruction in the schools of the republic is not a nascent political development regarding minority linguistic rights, but, rather, a byproduct of ideologically motivated educational policies that aim to marginalize the role of Arabic, both within the Arab world and the French diaspora. The debate demonstrates the centrality of language ideologies in shaping France’s identities, both nationally and abroad, and the maintenance of French as well as Arabic, the language of France’s largest minority. France has historically promoted the dominance of the French language, including Francophonie’s inception (Kasuya 2001; Vigouroux 2013) in the post-independence era and laïcité in modern-day France (Tetreault 2021). Analyzing current political debates in France shows that the circulating ideologies that characterizes teaching Arabic is not born in a vacuum, but, rather, it continues a legacy of contention that has characterized France’s relationship with the Arabic speaking world.","PeriodicalId":37089,"journal":{"name":"Languages Cultures Mediation","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78055841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

News broadcasts between fuṣḥā and Lebanese: Language choice as an implicit comment on national identity in Lebanon fuṣḥā与黎巴嫩人之间的新闻广播:语言选择是对黎巴嫩民族认同的含蓄评论

Languages Cultures Mediation Pub Date : 2022-02-09 DOI: 10.7358/lcm-2021-002-dani

Helge Daniëls

引用次数: 0

Decolonising Arabic Language Teaching: A Case Study 非殖民化阿拉伯语教学:个案研究

Languages Cultures Mediation Pub Date : 2022-02-09 DOI: 10.7358/lcm-2021-002-colu

A. Columbu

{"title":"Decolonising Arabic Language Teaching: A Case Study","authors":"A. Columbu","doi":"10.7358/lcm-2021-002-colu","DOIUrl":"https://doi.org/10.7358/lcm-2021-002-colu","url":null,"abstract":"Since the early 2000s Arabic has become an increasingly popular language at academic level across Europe and North America, with high numbers of students enrolling on a variety of programmes offering Modern Standard Arabic – as well as local varieties of Arabic, commonly known as ‘āmmiyya – as the target language (Dickins and Watson 2006, 108; Ryding 2006, 13; Mohamed 2021b, 59). The increasingly high demand for this language has resulted in unprecedented progress in the variety of learning materials available for both teachers and learners. Such developments have largely taken place in the United States, where most textbooks such as the Al-Kitaab series are designed and printed. This paper employs decolonisation and post-colonial theory to look at the ideological implications of the political agendas implicit in popular and widely adopted textbooks and their proposed content for teaching Arabic as a foreign language. Relevant examples from the Al-Kitaab series – one of the most successful and widely adopted textbooks at university level in the UK – show the role of Arabic language teaching materials in perpetuating patterns of European and North American cultural hegemony, making the case for rethinking Arabic language teaching at academic level.","PeriodicalId":37089,"journal":{"name":"Languages Cultures Mediation","volume":"105 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87590675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language Tests in the Arabic-speaking World: Between Ideology and Language Policy 阿拉伯语世界的语言测试:在意识形态和语言政策之间

Languages Cultures Mediation Pub Date : 2022-02-09 DOI: 10.7358/lcm-2021-002-soli

C. Solimando

{"title":"Language Tests in the Arabic-speaking World: Between Ideology and Language Policy","authors":"C. Solimando","doi":"10.7358/lcm-2021-002-soli","DOIUrl":"https://doi.org/10.7358/lcm-2021-002-soli","url":null,"abstract":"A system of language assessment may be used as a mechanism for affecting language policy. Language tests convey messages and ideologies that regard prestige, priorities and hierarchies, and they generally lead to the suppression of diversity (Shohamy 2007). The relationship between tests and language policy, based mainly on the criteria used for judging language quality through rating scales, guidelines and other frameworks, leads to a view of language as standardized and homogenous. From this perspective, language tests can serve as tools that negotiate and mediate between ideology and practice. In the Arabic-speaking world language tests have only recently been introduced, although very few Arab countries have shown an interest in developing the necessary means to evaluate language performance levels. In this paper the language tests developed by the Arab Academy, the UAE National Center for Assessment (Markaz al-Waṭanī li-l-Qiyās), the Mother Tongue Center (Markaz al-Lisān al-Umm), the Jordan al-Naǧāḥ National University (Ǧāmiʿat al-Naǧāḥ al-Waṭaniyya) and the King Saʿūd University will be taken into consideration in order to determine any ideological orientation in test objectives, content and rationale. Particular attention will be paid to communicative skills within a general framework of linguistic variation in the Arabic-speaking world.","PeriodicalId":37089,"journal":{"name":"Languages Cultures Mediation","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85992358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Arabic as a Language of Politics: A Case Study in Corpus-based Teaching 阿拉伯语作为政治语言:基于语料库的教学案例研究

Languages Cultures Mediation Pub Date : 2022-02-09 DOI: 10.7358/lcm-2021-002-golf

M. Golfetto

引用次数: 0

Religion, Ideology, and Nation-building in Jordanian Textbooks and Curricula for the Teaching of Arabic Language 约旦阿拉伯语教材与课程中的宗教、意识形态与国家建设

Languages Cultures Mediation Pub Date : 2022-02-09 DOI: 10.7358/lcm-2021-002-edre

Nijmi Edres

{"title":"Religion, Ideology, and Nation-building in Jordanian Textbooks and Curricula for the Teaching of Arabic Language","authors":"Nijmi Edres","doi":"10.7358/lcm-2021-002-edre","DOIUrl":"https://doi.org/10.7358/lcm-2021-002-edre","url":null,"abstract":"This article looks at Jordan as a case study to investigate how the link between the national and Islamic identity is constructed through textbooks and curricula for the teaching of Arabic language. The first section of the article introduces the reader to the relevance of Arabic language in historical discourses on Islam, Islamism and Arabic nationalism. Then, the article looks at the specific case of Jordan, providing an historical overview on how nationalism, religion, and religious pluralism played a part in Jordanian educational and political strategies. The following section specifically focuses on the use of the Arabic language in the Islamic and national perspectives, providing a diachronic comparison between the 2013 Arabic Language Curriculum and the 2019 General Frame for Jordanian Curricula, integrated by references to textbook content materials. The article identifies pragmatic needs behind the highlighted teaching policies and contextualizes the analyses in the broader Jordanian historical and political frameworks, pointing at the relevance of the Arabic language for the construction of identities in the contemporary Middle East and at its enduring politicization. Comparison between the 2013 and the 2019 documents shows relevant changes between past and present formulations, namely in the reduced emphasis on the link between language and religion.","PeriodicalId":37089,"journal":{"name":"Languages Cultures Mediation","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88008995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Which Arabic and Why? Policies, Politics, and Teaching 哪种阿拉伯语，为什么?政策、政治和教学

Languages Cultures Mediation Pub Date : 2022-02-09 DOI: 10.7358/10.7358/lcm-2021-002-intr

M. Golfetto, L. Osti, Brahim Chakrani

引用次数: 0

Literature in Dialect: The Great Absentee 方言文学:伟大的缺席者

Languages Cultures Mediation Pub Date : 2022-02-09 DOI: 10.7358/lcm-2021-002-dean

Francesco de Angelis

引用次数: 0

The Status and Future of Arabic Use amid Colonial Languages in the Arab World in Times of Globalization and Advanced Technology: A Political and Sociolinguistic Approach 全球化和先进技术时代阿拉伯世界殖民语言中阿拉伯语使用的现状和未来:政治和社会语言学的方法

Languages Cultures Mediation Pub Date : 2022-02-09 DOI: 10.7358/lcm-2021-002-lach

Abdenbi Lachkar

{"title":"The Status and Future of Arabic Use amid Colonial Languages in the Arab World in Times of Globalization and Advanced Technology: A Political and Sociolinguistic Approach","authors":"Abdenbi Lachkar","doi":"10.7358/lcm-2021-002-lach","DOIUrl":"https://doi.org/10.7358/lcm-2021-002-lach","url":null,"abstract":"This paper studies the languages and cultures that are commonly present in individual and collective practices of the Arab world, to understand the extent to which the identity and the linguistic approach in the region are affected by the historical and geographical context. It analyzes the status of Arabic and its future amid colonial languages, such as English and French, in the Arab world, specifically Morocco and Lebanon as case studies, in times of globalization and advanced technology. In a large and diversified arena, such as the Arab world, there is often a strong commitment and devotion to languages, such as Arabic, French, and English. Accordingly, this study further examines how Arabic can strengthen its practice and protect its status in an environment dominated by colonial languages. In this regard, the future of the Arabic language in the current ever-changing sociolinguistic context is subject to questioning and concerns for its official forthcoming evolution. Globalization, internet, social networks, digital technologies, and fast communication are no longer enabling linguistic authorities to provide a clear and accurate vision on the future of this language. Thus, addressing the question of languages in the future pushes researchers to consider and analyze the several linguistic strategies and policies implemented by the concerned authorities who are building and promoting an overall representation within and outside their original area.","PeriodicalId":37089,"journal":{"name":"Languages Cultures Mediation","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87875856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching Arabic as a Foreign Language in Its Diglossic Situation: Is Formal Spoken Arabic an Ideal Solution? 作为外语的阿拉伯语教学:正式的阿拉伯语口语是理想的解决方案吗?

Languages Cultures Mediation Pub Date : 2022-02-09 DOI: 10.7358/lcm-2021-002-alre

Zainab Al-Zaghir, Ghsoon Reda

{"title":"Teaching Arabic as a Foreign Language in Its Diglossic Situation: Is Formal Spoken Arabic an Ideal Solution?","authors":"Zainab Al-Zaghir, Ghsoon Reda","doi":"10.7358/lcm-2021-002-alre","DOIUrl":"https://doi.org/10.7358/lcm-2021-002-alre","url":null,"abstract":"Due to the complex diglossic situation in Arabic, the question of what variety of the language to teach has always occupied a central position in work on teaching Arabic as a foreign language (AFL). Basic Standard Arabic may have been the most supported answer to the above question, but the field is not short of proposals for teaching dialectal varieties. Moreover, in quest of a way to help learners achieve full “Functionally Native Proficiency” (Ryding 1991, 216), Formal Spoken Arabic (FSA) was proposed as a bridge between a standard variety and a dialectal one. The present study argues against such a proposal at beginner levels on the following grounds: (1) FSA is different from the standard and dialectal varieties of Arabic and (2) FSA users can always shift to their dialectal varieties and employ features lying beyond AFL learners’ scope of competence. The argument is supported by examining variation in the use of the Arabic relative clause induced by the tendency toward different relativisation strategies (i.e. the pronoun retention strategy or the gap strategy) in different Arabic varieties. Considering that the relative clause can be embedded into any construction to modify a head noun, variation in its use can affect learners’ ability to make sense of the language input. This variation is demonstrated by examples selected from texts written in Classical Arabic, Modern Classical Arabic, and Iraqi Arabic. The study has implications for AFL course writers.","PeriodicalId":37089,"journal":{"name":"Languages Cultures Mediation","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72836058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0